We would like to thank all of you who have sent in questions and comments on preceptors and preceptor development. We encourage you to continue sending questions so that we can make this column more useful to you and your practice. We will be responding to your questions over the next several months. In this column, we will suggest strategies for ongoing preceptor support.
We like to think of preceptor development as an ongoing process. New preceptors are taking on a new aspect of their practice, and they will develop this practice as they develop other aspects, from novice to expert. The first phase of development usually includes some basic information on the preceptor role and on how to support orientee learning, manage the preceptor-orientee relationship, evaluate orientee growth, and provide feedback. This session provides the novice preceptor with the "rules" of preceptorship. The content is usually offered in a formal classroom experience, with opportunity for skills practice. However, skills practice does not guarantee that the new preceptor will be able to translate the classroom experience and theory into practice. A program of ongoing support and continuous learning is required. Here are three suggestions for structuring ongoing support for continued preceptor development:
1. Offer Preceptor Update educational programs. These programs can be anywhere from 30 minutes to 4 hours in length. Content would be "topics of the moment." Some of the topics we have offered include working with nurses from different generations, how to ask questions to promote critical thinking, using concept maps to explore an orientee's thinking, and changes to clinical development programs. Sessions also include an unstructured conversation among preceptors about their experiences, questions, and concerns. As newer and more experienced preceptors talk together, they have the opportunity to reflect on their experiences as sources for learning and to share that learning with one another. This process helps the preceptors continue to learn from each other and build a strong supportive preceptor team. It builds on the idea that a "practice" is learned from critical reflections on experience, combined with new information and evidence from others. Listening in on the preceptors' experiences gives the educators ideas on what topics would be of interest in subsequent sessions and helps identify preceptor system issues that the organization needs to address.
2. Create preceptor "scripts" for crucial conversations. A group of expert preceptors wrote out scripts for newer preceptors to give them words to say at crucial times. These crucial times include meeting the orientees and setting ground rules for the orientation time, helping the orientee set patient care priorities for the shift, giving feedback at the end of the shift, carrying out a formal weekly review and planning session, and knowing what to say when the preceptor must step in and take charge of a patient situation. These scripts are a way to directly translate the theories of precepting into practical tools for the new preceptor. New preceptors can keep these scripts on their work clipboard to have them to refer to in the moment. Even if they do not follow the scripts word for word, the scripts provide a reminder about key messages and how to convey them.
3. Partner new preceptors with more experienced preceptors as mentors. The two preceptors might share an orientee assignment, or the mentor might meet with the newer preceptor when the newer preceptor has an assigned orientee. The content of the session would be a review of the orientation process and an opportunity for discussion of issues or concerns. Clinical educators and managers would be involved in the conversation as additional problem solvers and resources to the new preceptor at appropriate times based on the issues discussed.
What are some ongoing preceptor supports that have worked for you? Write, call, or e-mail us and we will help share your ideas with your colleagues in an upcoming preceptor column. E-mail or call us-Mary Beth Modic: (216) 444-9005, [email protected]; and Mary Schoessler: (503) 215-6224, [email protected] and we will help share your ideas with your colleagues in an upcoming preceptor column.